b00k7unit-2-Robots-教學(xué)設(shè)計(jì)

1、Unit 2 Robots教材分析本單元以機(jī)器人和科幻小說為話題，介紹了20世紀(jì)世界知名的科幻小說家Isaac Asimov寫于1951的Satisfaction Guaranteed 和作者的生平。通過本單元的教學(xué)，旨在讓學(xué)生了解科幻小說最大的特征在于，它賦予了“幻想”依靠科技在未來得以實(shí)現(xiàn)的極大可能，甚至有些“科學(xué)幻想”在多年以后，的確在科學(xué)上成為了現(xiàn)實(shí)。如Isaac Asimov1951年描述的機(jī)器人的部分功能已經(jīng)被應(yīng)用于現(xiàn)實(shí)生活和工作中。在教學(xué)中，要鼓勵(lì)學(xué)生敢于幻想，大膽創(chuàng)新，發(fā)揮自己豐富的想象力和創(chuàng)作力，寫出獨(dú)具特色的科幻文章。1.1 WARMING UP介紹了什么是機(jī)器人，和不同種

2、類及不同形狀的機(jī)器人。1.2 PRE-READING 通過討論機(jī)器人是否像人類一樣有自己的思維，是否有感情引出Isaac Asimov的科幻小說Satisfaction Guaranteed。為本單元的READING做好了鋪墊。1.3 READING課文是Isaac Asimov寫于1951的科幻小說Satisfaction Guaranteed。文中描述的機(jī)器人Tony是一個(gè)除去面無表情外，身材高大，相貌英俊，聰明機(jī)智的完美男人。僅三周的時(shí)間就使女主人墜入愛河。1.4 COMPREHENDING共有三部分，第一部分是閱讀故事完成表格，分析克萊爾的情感變化；第二部分是關(guān)于課文內(nèi)容的5個(gè)問答題，

3、旨在考察學(xué)生對課文的理解。第三部分要求學(xué)生比較機(jī)器人Tony在physical, mental, emotional 三方面與人的異同。與PRE-READING 部分的問題相呼應(yīng)。1.5 LEARNING ABOUT LANGUAGE 分為兩部分，Discovering useful words and expressions是本單元詞匯練習(xí)題；Discovering useful structures是本單元語法練習(xí)題，通過本單元的學(xué)習(xí)，要求學(xué)生熟練掌握不定式的被動(dòng)語態(tài)。1.6 USING LANGUAGE分為兩部分，Listening and speaking部分內(nèi)容是Molly 和Kat

4、e 討論Satisfaction Guaranteed的對話錄音，要求學(xué)生根據(jù)對話內(nèi)容學(xué)會(huì)使用表達(dá)自己觀點(diǎn)的常用句型。這部分教學(xué)內(nèi)容還要求學(xué)生以機(jī)器人為話題，充分發(fā)揮自己的想象力，談?wù)摍C(jī)器人做家務(wù)的利與弊。并且要求自己動(dòng)手設(shè)計(jì)機(jī)器人，附上文字說明。Reading, discussing and writing 部分的內(nèi)容是科幻小說家Isaac Asimov的生平介紹。文章后附有練習(xí)題。第一題要求學(xué)生根據(jù)時(shí)間線，了解在作者生命中發(fā)生的重要事件。第二、三題要求學(xué)生討論Isaac Asimov的“機(jī)器人三定律”。分課時(shí)教案The First Period Warming up and Reading

5、Teaching goals 教學(xué)目標(biāo) 1. Target language目標(biāo)語言a. 重點(diǎn)詞匯和短語fiction, cartoon, desire, satisfaction, absent, alarm, alarmed, smooth, embarrass, sympathy, elegant, pile, scan, fingernail, absurd, haircut, accompany, curtain, cushion, carpet, paint, awful，affair, firm, firmly, declare, victory, envy, marriage,

6、 test out, ring up, turn around, leave aloneb. 重點(diǎn)句型1. She felt embarrassed and quickly told him to go.2. Claire thought it was ridiculous to be offered sympathy by a robot.3. By the amused and surprised look on her face, Claire knew that Gladys thought she was having an affair.2. Ability goals水平目標(biāo)：

7、Help students to learn about robots and science fiction. 3. Learning ability goals學(xué)能目標(biāo)：Enable students to realize science fiction reflects scientific thought; a fiction of things-to-come based on things-on-hand.Teaching important points教學(xué)重點(diǎn)Teach students to enjoy science fiction. Enable students to

8、grasp what Tony did to help Claire and how her emotion developed during Tonys stay at her house. Help students to sum up characteristics of science fiction.Teaching difficult points 教學(xué)難點(diǎn)How Claires emotion developed during Tonys stay at her house.Teaching methods教學(xué)方法Discussing, explaining, reading a

9、nd practisingTeaching aids教具準(zhǔn)備The multimedia computer Teaching procedures & ways教學(xué)過程與方式Step I Warming upDeal with Warming up. Present photos of different kinds of robots. Then ask them to say something about his or her favorite robot.T: Good morning /afternoon, class!Ss: Good morning/ afternoon, Mr.

10、 /MsT: In this class we are going to learn about robots. Who would like to tell me what a robot is?S1:A robot is a machine.T: What kind of machine?S2: A robot is a kind of machine that can do a variety of often complex human tasks.T: How can a robot perform human tasks?S3: A robot is controlled by a

11、 computer.T: You are right. Then we can give the definition of a robot like this: A robot is a machine designed to do jobs that are usually performed by humans. Robots areprogrammed and controlled by a computer. （Today there are different kinds of robot, including industrial robots, household robots

12、, and entertainment robots. Robots also often appear as characters in stories.） In groups, make a list of any science fiction, literature, films, video games, TV shows and cartoons you know that include robots as characters. Choose one and be prepared to tell the class about it briefly.Step II Pre-r

13、eadingAsk students to discuss the questions in pre-reading in groups. Students are encouraged to speak out their opinion freely, no matter what it is. Teacher should encourage students to use their imagination.Step III ReadingDeal with the reading part.ScanningAsk the students to scan the text and f

14、ind out what Tony looks like.T: Ok. Im glad you had a heated discussion. Now Id like you to meet Tony- a robot that looks exactly like a human being. He is a character in the science fiction Satisfaction Guaranteed by Isaac Asimov. Please read the text and find the answers to the following questions

15、.Show the following questions on the PowerPoint.1. What did Tony look like?2. What did Tony do to make Claire and her home elegant?Several minutes later check the answers with the whole class.Suggested answer:1. He was tall and handsome although his facial expressions never changed. His hair was smo

16、oth and black and his voice was deep.2. Tony gave Claire a new haircut and changed the makeup she wore. He also suggested Claire buy new curtains, cushions, a carpet and paint for the house and new dresses for herself. He made improvements on the house so that the house looked very elegant.Careful R

17、eading1. Claires feelings toward Tony changed as the story developed. Read the story,then fill in the occasions when Claire had these feelings.When he offered to help her dressBefore he arrivedHelped her with the sales manWhen she fell off a ladder and caught by TonyWhen she heard Gladys whispering

18、to another woman that she had never seen anyone so handsome as TonyShe remembered Tony was just a machineWhen he offered to help her improve her house and herself Comprehending questions on Page 12Ask students to read the text carefully and then discuss the comprehending questions on Page 12 in grou

19、ps. T: Now lets read the text carefully and then do the comprehending exercises on Page 12.Several minutes later check the answers with the whole class.Suggested answers:2.1. He wanted Claires guests to see him and Claire together so that she would be envied by the women guests.2.2 He had prevented

20、Claire from harming herself by making her feel good about herself. He helped her make her and her home elegant so that she would not feel like a failure.2.3 Because the company (designers) felt that they could not have women falling in love with a robot.2.4 Various answers can be accepted.2.5 When s

21、he first saw the robot, she felt alarmed. Tony didnt look like a machine at all. She felt embarrassed when Tony asked her whether she needed help dressing.Claire thought it was ridiculous to be offered sympathy by a robot.She was amazed by the fingernails and the softness and warmth of his skin.She

22、screamed, pushed him away and ran to her room for the rest of the day.What a sweet victory to be envied by those women. She might not as beautiful as them, but none of them had such a handsome lover. Then she rememberedTony was just a machine. She cried all night.3. CharacteristicsSimilarDifferentPh

23、ysicalLooks like a human being. Body and skin are warm. Hair and fingernails realistic. Voice like a humans. (1)Facial expressions never change. (2) Quicker reactions (She fell off a ladder and even though Tony was in the next room, he managed to catch her in time) MentalAble to make suggestions and

24、 predictions. Able to make a plan and follow it through. Has good communication skillsBehaviour not appropriate (Tony brought her breakfast and then asked Claire whether she needed help dressing)Claires emotion developmentAfter dealing with the comprehending exercises, ask students to work together

25、to find how Claires emotion developed.Suggested answer:At first refused to have Tony at her house-accept him-trust him- proud of him-love him-sad to remember he was just a machineT: From her emotion development, we can see Tony was designed as a Mr. Perfect. He is designed not to harm Claire or allo

26、w her to be harmed. This is one of Isaacs three laws for robots. Later in this unit we will learn more about his three laws.Characteristics of science fictionT: As you know, the story was written in 1951. With the development of science, some of the functions performed by Tony have come true. From t

27、his story we can draw a conclusion:Science fiction is often based on scientific principles and technology.Science fiction may make predictions about life in the future.Please remember these are some characteristics of science fiction. If you are interested, you may write short science fictions in yo

28、ur spare time.ExplanationDuring this procedure Teacher will play the tape recording for students. Students will underline the difficult sentences. After listening to the tape, Teacher will explain the text and deal with language problems. T: Now we will deal with some difficult language focuses. Now

29、 I will play the recording of the text for you. Please make a mark where you have difficulties.After listening to the recording, explain the difficult sentences to students. Before explaining the difficult points, students are asked to refer to the notes to the text on Page88-89. T: Do you have any

30、difficulties with the text？S1:Could you please explain the sentence to us：She felt embarrassed and quickly told him to go. T: Because Tony didnt look like a machine at all, when Tony offered to help her get dressed, she was embarrassed, perhaps shy to get a “man” help her dressing.S2: How to underst

31、and this sentence: Claire thought it was ridiculous to be offered sympathy by a robot.T: In spite of the fact that Tony looked so human, he was just a machine. So Claire thought it was foolish that Tony offered her sympathy. Do you have any other questions?Ss: No.T: Maybe someday we will have robots

32、 that have feelings and can also think for themselves. Please remember science fiction reflects scientific thought; things-to-come based on things-on-hand. Ok, thats all for today. Dont forget to surf the internet to learn more about the great writer and his stories. Of course you will learn more ab

33、out robots.Step IV Homework: Remember the characteristics of science fiction.Surf the internet to learn more about robots and science fiction.Surf the internet to learn about Isaac Asimov. The Second Period Learning about languageTeaching goals 教學(xué)目標(biāo)1. Target Language目標(biāo)語言a. 重點(diǎn)詞匯和短語fiction, cartoon, d

34、esire, satisfaction, absent, alarm, alarmed, smooth, embarrass, sympathy, elegant, absurd, haircut, accompany, curtain, cushion, carpet, paint, awful. affair, firm, firmly, declare, talent, obey, victory, envy, marriage, biography, explanation, divorce, chapter, navy, test out, turn around, set asid

35、eb. 重點(diǎn)句型Revise the passive voice (including the Infinitive)2. Ability goals能力目標(biāo)Enable students to use both the useful words and expressions and structures freely.3. Learning ability goals學(xué)能目標(biāo)By doing related exercises in the textbook enable students to use both the useful words and expressions and s

36、tructures freely.Teaching important points教學(xué)重點(diǎn)Useful words and expressions and structures.Teaching difficult points 教學(xué)難點(diǎn)How to use them properly.Teaching methods教學(xué)方法Explaining and practisingTeaching aids教具準(zhǔn)備The multi-media computerTeaching procedures & ways教學(xué)過程與方式Step I RevisionAsk students to tell

37、characteristics of science fiction. Step II Discovering useful words and expressionsDeal with exercises on useful words and expressions. When doing Ex1 and Ex3 on Page 13 students may use an English-English dictionary so that they can understand the situations where the words are used.Ex1 will help

38、students to form the habit of thinking in English.Ex2 will help students to master the useful words and phrases in context.Ex3 will help students to learn more about word formation and use the words in proper situations.After dealing Ex3 Teacher should point out words like alarmed are adjectives, wh

39、en following the link verb be, it is used to describe a feeling. Sentences that have such structures are not passive.T: Look at the following sentence: My mother felt alarmed when I had my hair coloured purple. If I use was to replace felt, the sentence will be: My mother was alarmed when I had my h

40、air coloured purple. Is this a passive sentence?Ss: No. Though the structure seems like a passive sentence, it is not. A passive sentence indicates a passive action while this sentence describes a situation when someone has the feeling of alarm. “alarmed”is an adjective formed by v+ed.T: Quite good.

41、 Please remember not all be + V+-ed/-en/-t sentences are passive.Step III Discovering useful structuresGo over the passive voice be+ V+-ed/-en/-tT: Please give some examples of passive sentences.S1: My homework was eaten by the dog.S2: The toy is made by hand.T: Good. Please remember the passive is

42、formed with any time frame of the verb.Show the following on the PowerPoint.TO BE + the PAST PARTICIPLEeg.The Mona Lisa was painted by Leonardo Da Vinci.Research is now being done on a cure for this disease.The game of Monopoly can be played by two to four players.Reports on several new gun laws wer

43、e being discussed.My stereo has been stolen by a thief.Go over the infinitiveT: In Unit 1 weve learned the infinitive. Please recall the functions of the infinitive.Ss: Except predicate, the infinitive can function as subject, object, predicative, attribute, adverbial and object compliment.T: Today

44、we are going to learn more about the infinitive-the infinitive passive.Explanation of the passive infinitiveto be + past participle, eg. to be given, to be shut, to be openedWhen the grammatical subject of the sentence receives the action, we use the passive infinitive. For example:She hates to be l

45、aughed at. (others laugh at her she is laughed at by others)I am expecting to be given a pay-rise next month. (give me a pay rise I will be given a pay rise.) be to + passive infinitive (to be + past participle) is often used in notices and instructions. Examples:This cover is not to be removed.The

46、medicine is to be taken three times a day.To be taken three times a day after meals. These benches are not to be removed from the changing rooms. No food of any kind is to be taken into the examination room.Using structuresDeal with Exercise1-2 on Page14. Ask students to do the exercises one by one.

47、 Then continue with the exercises on the workbook. While dealing with Ex2 on page 56, point out to students that “need to be done” has the same meaning as “need doing”. Before translating the sentences in Ex3, students should decide the key words and main structures first. After students have finish

48、ed, show some of students work on the projector or bulletin board on the computer, check their work with the whole class. Correct the errors if there are any.Ask students to write the sentences in Ex3 into their exercise-books after class.Step V HomeworkGo over words and expressions.Go over the gram

49、mar.Do Ex3 on Page 56.The Third Period Using LanguageTeaching goals 教學(xué)目標(biāo)1. Target Language目標(biāo)語言a. 重點(diǎn)詞匯和短語explanation, junior, navy, talent, chapter, divorceb. 重點(diǎn)句型It was when Asimov was eleven years old that his talent for writing became obvious.Expressions used to express supposition and belief.2.Ai

50、lity goals 能力目標(biāo) Enable students to express supposition and belief. Learn to write a paragraph describing the new type of robot.3.Learning ability goals學(xué)能目標(biāo)By proper language input, students learn to express supposition and belief.Use their imaginations and write a paragraph describing the new type o

51、f robot.Teaching important points教學(xué)重點(diǎn)Learn to express supposition and belief.Write a paragraph describing the new type of robot.Teaching methods教學(xué)方法 Listening, discussing , reading and writingTeaching aids 教具準(zhǔn)備A multi-media computerTeaching procedures & ways 過程與方式Step I Leading inTalk something abou

52、t Isaac Asimov.T: After we learned the short story by Isaac Asimov, I asked you to find some information about the writer. Now who would like to say something about him?S1: He is a Russian-born American writer.S2: He has written popular works on science and the history of science, as well as a numbe

53、r of science-fiction classics, including I Robot (1950), The Foundation Trilogy (1951-53).S3: One of his famous quote is “I write for the same reason I breathe - because if I didnt, I would die.”T: Thank you. Now Ive come to understand why he could write around 480 books. Now lets read his biography

54、 and learn more about him. When you read the text, please pay more attention to the timeline.Step II Reading, discussing and writingDealing with his Bibliography.After students read the text, they are asked to do Ex 1 on Page 17. The timeline will help students to remember the events in his life.Aft

55、er dealing with Ex1, ask students to work in groups to write a profile for Isaac Asimov. Several minutes later, present their work and correct the errors if there are any. Then show a sample to students.The sample:Isaac Asimov, Writer / Chemist Born: 2 January 1920 Birthplace: Petrovichi, U.S.S.R. D

56、ied: 6 April 1992 (AIDS) Best Known As: Prolific writer of popular science and science fiction Isaac Asimov was born in the former Soviet Union, but grew up in Brooklyn, New York. He taught biochemistry at Boston University until he retired in 1958 to become a full-time writer. Asimov had been publi

57、shing short stories since the late 1930s, and in 1952 published his first novel. The author of the classic I Robot series and The Foundation Trilogy, Asimov wrote more than 400 books and won every major science fiction award. He also wrote popular books and essays on science and technology, earning

58、him the nickname The Great Explainer.Discuss his three laws for robots.Students are divided into different groups to discuss his three for robots. Several minutes later, ask some students to present their opinions to the rest of the class. Finally Teacher may speak out his or her opinion.A sample of Teachers opinionOpinion for the three